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Research Article
Issue Date: July/August 2001
Published Online: July 01, 2001
Updated: April 30, 2020
Occupational Therapy Practitioners’ Perceptions of the Impact of Continuing Education Activities on Continuing Competency
Lori T. Andersen
Author Affiliations
  • Lori T. Andersen, EdD, OTR/L, is Visiting Clinical Associate Professor, Department of Occupational Therapy, Florida International University, University Park Campus, Miami, Florida 33199. (Mailing address: 4021 SW 72nd Terrace, Davie, Florida 33314)
Article Information
Education: Learning and Leadership
Research Article   |   July 01, 2001
Occupational Therapy Practitioners’ Perceptions of the Impact of Continuing Education Activities on Continuing Competency
American Journal of Occupational Therapy, July/August 2001, Vol. 55, 449-454. https://doi.org/10.5014/ajot.55.4.449
American Journal of Occupational Therapy, July/August 2001, Vol. 55, 449-454. https://doi.org/10.5014/ajot.55.4.449
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Abstract

Objective.The purpose of this exploratory study was to evaluate Florida-licensed occupational therapy practitioners’ perceptions of the impact of various continuing education activities on their continuing competency.

Method.A self-report mail survey was used to evaluate occupational therapy practitioners’ perceptions of various continuing education activities in three domains: (a) learning, (b) application, and (c) results. The respondents’ perceptions of the impact of specific continuing education activities were compared.

Results.As rated by the respondents, formal programs 1 or more days in length had a significantly greater impact than most informal continuing education activities. On-the-job training (in the domain of application) and being mentored had a significantly greater impact than formal educational programs less than 3 hr in length.

Conclusion.Informal continuing education activities, in some cases, are perceived to have as effective an impact on continuing competency of occupational therapy practitioners as formal continuing education activities.